Loudoun County Public Schools. Elementary Music Curriculum Guide

Transcription

1 Loudoun County Public Schools Elementary Music Curriculum Guide Dr. Eric Williams, Superintendent Dr. Michael Richards, Chief of Staff Dr. Cynthia Ambrose, Assistant Superintendent for Instruction James Dallas, Director of Teaching and Learning Michael Pierson, Music Supervisor Elaine P. Stanford, Music Specialist Curriculum Revision Committee: Johanna M. Abell Kathy Bennett Robert W. Mainhart Jeffery Stinson Mara Tarantino-Morgan Wendy Testa Elizabeth Wessel

2 Table of Contents Statement of Philosophy...3 Quick Reference Table...4 Mastery Objective per Grade Level...6 Scope and Sequence...24 Alignment with Virginia SOL and National Standards...37 Glossary...52 ELL Elementary ELD Music Standards

3 Statement of Philosophy Music is an art form through which feeling is expressed. Music adds quality to life as it promotes mental development and provides an outlet for emotional expression. It has motivating characteristics that inspire all people to appreciate some form or genre of music. Considering the intrinsic value of music, the primary purpose of music education is to contribute to the quality of life for all students by developing their capabilities to participate fully in a musical culture. Music provides a powerful means of engaging students in learning and improving their achievement. Fundamental in a student s overall social, emotional, and cognitive development, music enhances reasoning, inspires creativity, and encourages critical thinking, self-discipline, problem-solving, decision-making, cooperation, and imagination. Music enables students to learn about themselves, other people, and humanity in general. The Loudoun County elementary general music program is a strong, diverse, vocal music curriculum that enhances each child s education while simultaneously establishing an understanding and appreciation of this art form. The purpose of the program is to develop awareness that music is a vital part of each student s daily life. A comprehensive, well-planned, and logical sequence of developmentally appropriate experiences lead to clearly defined skills and knowledge and allow for exploration, cultural and aesthetic enrichment, and personal satisfaction. The elementary general music program is offered to students of all learning modalities in grades one through five, and is designed to offer a myriad of opportunities for active participation and success. Students are regularly engaged in singing, playing instruments, moving to music, learning to read and notate music, creating music, and listening to, analyzing, and evaluating music and music performances. Carefully selected materials are utilized for their aesthetic value to the program and provide a framework whereby students learn to understand and appreciate their own historical and cultural heritage as well as those of other cultures. This document outlines the highest priority skills and knowledge students should acquire in elementary music as defined by the National Standards for Arts Education and the Virginia Standards of Learning (SOL) for Music. 3

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6 Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Mastery Objectives per Grade Level 17

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26 Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning and National Standards for Music Education Grade One Rhythm The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters. Obj. # Objective SOL 1-R.1 Maintain steady beat R.2 Distinguish between steady beat and melodic rhythm 1.6, R.3 Recognize rhythmic patterns as similar to or different from each other R.4 Employ in rhythmic patterns 1.5, R.6 Recognize strong and weak beats (macrobeats and microbeats) in usual meters Melody The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. Obj. # Objective SOL 1-M.1 Recognize and employ four voice qualities K.2, M.2 Sing in tune 1.3, M.3 Accurately imitate melodic patterns 1.3, M.4 Compare pitches as higher or lower than one another M.5 Recognize and identify melody patterns that move upward, downward, or remain the same 1-M.6 Identify the music staff M.7 Employ mi, so, and la in melodic patterns, including: so-mi so-la-so-mi so-mi-la-so-mi 1.2, ,

27 Harmony / Texture The student will experience, respond to, and perform a variety of musical textures and harmonic structures. Form Obj. # Objective SOL 1-H.1 Perform a speech ostinato 1.9, H.2 Employ body percussion 1.7, H.3 Perform, on instruments, a rhythm ostinato 2.3, H.4 Perform, on mallet instruments, a simple bordun (drone) H.5 Perform tonic chords on a chording instrument H.6 Identify solo vs. group texture H.7 Distinguish between accompanied and unaccompanied vocal music 1.13 The student will experience, recognize, identify, and explain aspects of musical form. Obj. # Objective SOL 1-F.1 Recognize a musical phrase , F , Identify phrases as same or different F Identify and perform call-and-response phrase form F Identify and perform AB sectional form F.6 Identify and explain the function of the repeat sign 1.1 Expression The student will recognize, identify, and respond to expressive elements of music, including dynamics, tempo, and articulation, and will perform music with appropriate expressive qualities. Obj. # Objective SOL 1-E.1 1.2, 1.4, Identify and perform dynamics as loud or soft E.2 Identify and perform tempi as fast or slow 1.2, E.3 Identify and perform articulations as connected (smooth) or disconnected (jerky)

28 Timbre The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. Obj. # Objective SOL 1-T.1 Identify four voice qualities: speak, sing, whisper, call T.2 Distinguish between voices and instruments T.3 Identify pitched and non-pitched classroom instruments T.4 Identify, visually, four orchestral instrument families Genre The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. Obj. # Objective SOL 1-G.1 Experience music from Alaska, Hawaii, Australia, and 1.10 the Pacific region (including Japan) 1-G.2 Experience a variety of musical styles and genres G.3 Experience music masterworks of selected significant composers 3.8, 4.7 Movement Obj. # Objective SOL 1- MOV Respond to musical experiences and create movement, using developmentally appropriate movement and dramatization 1.8, 1.9 Technology Obj. # Objective SOL 1- Employ available technology to augment experiences 1.12 TECH in the other program objectives Vocabulary Obj. # 1- VCB Objective Recognize and apply appropriate music vocabulary as they relate to the other program objectives 1.12 SOL 35

29 Grade Two Rhythm The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters. Obj. # Objective SOL 2-R.4 Employ,,,,,,, and the tie ( and ) in rhythmic patterns 2-R.6 Employ meters that are represented by the time signatures, and Melody The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system To be employed is movable do syllables with a la-based minor. Obj. # Objective SOL 2-M.6 Identify the staff, the clef, and pitches F G A B M.7 Employ do, re, mi, so, and la in melodic patterns, including: so-mi-do la-so-mi-do mi-re-do so-mi-re-do la-so-mi-re-do 2.2, 2.6 Harmony / Texture The student will experience, respond to, and perform a variety of musical textures and harmonic structures. Obj. # Objective SOL 2-H.1 Sing in two-part canon H.3 Perform in a two-part (two-layer) instrument 3.3 ensemble 2-H.4 Perform, on mallet instruments, a broken bordun 2.3 (drone) 2-H.5 Perform tonic and dominant chords on a chording 3.3 instrument 2-H.6 Identify duet texture H Create ostinati

30 Form The student will experience, recognize, identify, and explain aspects of musical form. Obj. # 2-F.2 2-F.3 2-F.4 Objective Identify phrases as same, similar, or different (aa, aa, or ab) Identify and perform question-and-answer and calland-response phrase forms Identify and perform AB, ABA, and verse/refrain (verse/chorus) sectional forms SOL F.5 Identify an introduction Expression The student will recognize, identify, and respond to expressive elements of music, including dynamics, tempo, and articulation, and will perform music with appropriate expressive qualities. Obj. # 2-E.1 2-E.2 2-E.3 Objective Identify and perform dynamics as forte f or piano p Identify and perform tempi as largo or presto Identify and perform accent > and fermata SOL Timbre The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. Obj. # Objective SOL 2-T.3 Identify brass instruments T.4 Identify, aurally, four orchestral instrument families T.5 Identify four non-pitched percussion groups: metal, drum, scraper/shaker, wood

31 Genre The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. Obj. # Objective SOL 2-G.1 Experience music from Canada, China, Egypt, Mexico, and Native America 2-G.2 Experience a variety of musical styles and genres G.3 Experience music masterworks of selected significant composers 4.7 Movement Obj. # Objective SOL 2-MOV Respond to musical experiences and create 2.5, 2.6 movement, using developmentally appropriate movement and dramatization Technology Obj. # Objective SOL 2- Employ available technology to augment 2.9 TECH experiences in the other program objectives Vocabulary Obj. # Objective SOL 2-VCB Recognize and apply appropriate music vocabulary 2.9 as they relate to the other program objectives

32 Grade Three Rhythm The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters. Obj. # 3-R.4 3-R.6 Objective Employ,,,,,,,,,,,, and the tie ( and ) in rhythmic patterns Employ the time signatures and in usual duple meter, and the time signatures and in usual triple meter 3.4 SOL Melody The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. Obj. # 3- M.6 3- M.7 3- M.8 Objective Identify the staff, the clef, ledger lines, and treble staff pitches from ledger line C through line 5 F Employ so, la, do, re, mi, so, la, and do in melodic patterns, including: do -so-la-so do -so-mi-do mi-so-do re-do-la mi-re-do-la so-mi-re-do-la re-do-la -so mi-re-do-la -so so-mi-re-do-la -so Identify, read, and notate do-pentatonic melodic patterns where do = C, F, and G SOL , ,

33 Harmony / Texture The student will experience, respond to, and perform a variety of musical textures and harmonic structures. Obj. # Objective SOL 3-H.1 Sing partner songs and in multi-part canon H.3 Perform in a three-part (three-layer) instrument 3.3 ensemble 3-H.4 Perform, on mallet instruments, level and 3.3 arpeggiated borduns (drones) 3-H.6 Identify trio texture 3-H.7 Create accompaniments and ostinati 3.7 Form The student will experience, recognize, identify, and explain aspects of musical form. Obj. # Objective SOL 3-F.4 Identify and perform AB, ABA, ABC, and verse/refrain (verse/chorus) sectional forms 3-F.5 Identify an introduction, interlude, and coda Expression The student will recognize, identify, and respond to expressive elements of music, including dynamics, tempo, and articulation, and will perform music with appropriate expressive qualities. Obj. # Objective SOL 3-E.1 Identify and perform forte f, piano p, crescendo, and decrescendo E.2 Identify and perform largo, presto, accelerando, and ritardando E.3 Identify and perform marcato legato, staccato, accent >, and fermata , 3.3 Timbre The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. Obj. # Objective SOL 3-T.2 Identify band, orchestra, chorus T.3 Identify string instruments

34 Genre The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. Obj. Objective SOL # 3-G.1 Experience music from Greece, Italy, and West Africa 3.8 and Mali 3-G.2 Experience a variety of musical styles and genres G.3 Experience music masterworks of selected significant composers 4.7 Movement Obj. # 3- MOV Objective Respond to musical experiences and create movement, using developmentally appropriate movement and dramatization SOL 3.6, 3.7 Technology Obj. # Objective SOL 3- Employ available technology to augment experiences 3.10 TECH in the other program objectives Vocabulary Obj. # Objective SOL 3- Recognize and apply appropriate music vocabulary as 3.10 VCB they relate to the other program objectives 41

35 Grade Four Rhythm Melody The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters. Obj. # Objective SOL 4-R.4 Employ,,,,,,,,,,,,,, and the tie ( and ) in rhythmic patterns R.5 4-R.6 Recognize and employ syncopation patterns, including,,,, and variations of these patterns that employ the tie (both and ) Employ and explain the function of the time signatures and in usual duple meter, and the time signatures and in usual triple meter The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. Obj. # Objective SOL 4-M.7 Employ so, la, do, re, mi, fa, so, la, and do in melodic patterns, including: 4.2 s f m r d m f s d r m f s r f 4-M.8 Identify, read, and notate do-pentatonic and lapentatonic melodic patterns in a variety of keys 4-M.10 Perform at least 3 pitches on soprano recorder Harmony / Texture The student will experience, respond to, and perform a variety of musical textures and harmonic structures. Obj. # Objective SOL 4-H.1 Sing descants, partner songs, and in multi-part 4.2, canon 4-H.3 Perform in a multi-part (multilayer) instrumental 4.3 ensemble 4-H.4 Perform, on mallet instruments, a moving bordun 4.3 (drone) 4-H.5 Perform tonic, subdominant, and dominant chords on a chording instrument 4-H.6 Identify quartet texture H.7 Create accompaniments and ostinati

36 Form The student will experience, recognize, identify, and explain aspects of musical form. Obj. # Objective SOL 4-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus) and rondo (ABACA) sectional forms 4.5.3, F.6 Identify and explain the function of musical directives, including repeat sign Da Capo (D.C.), Del Segno (D.S.),, al Fine, Fine, al Coda,, and multiple endings (1 st and 2 nd endings) Expression The student will recognize, identify, and respond to expressive elements of music, including dynamics, tempo, and articulation, and will perform music with appropriate expressive qualities. Obj. # Objective SOL 4-E.1 Identify and perform forte f, mezzo-forte mf, mezzopiano mp, piano p, crescendo, and decrescendo E.2 Identify and perform largo, adagio, allegro, presto, accelerando, and ritardando 4-E.3 Identify and perform slur, marcato legato, staccato, accent >, and fermata Timbre The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. Obj. # Objective SOL 4-T.1 Identify four adult vocal registers: soprano, alto, tenor, bass 4-T.3 Identify woodwind instruments T.4 Identify, visually, individual orchestral instruments

37 Genre The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. Obj. # Objective SOL 4-G.1 Experience music from England, France, Germany, 5.7 and music associated with the history of Virginia 4-G.2 Experience a variety of musical styles and genres G.3 Experience music masterworks of selected significant composers 4.7 Movement Obj. # Objective SOL 4-MOV Respond to musical experiences and create 4.5, 4.6 movement, using developmentally appropriate movement and dramatization Technology Obj. # Objective SOL 4- Employ available technology to augment 4.9 TECH experiences in the other program objectives Vocabulary Obj. # Objective SOL 4-VCB Recognize and apply appropriate music vocabulary 4.9 as they relate to the other program objectives 44

38 Grade Five Rhythm The student will experience, recognize, respond to, read, notate, perform, and create rhythms and rhythmic patterns in a variety of meters. Obj. # Objective SOL 5-R Employ,,,,,,,,,,,,,, and the tie ( and ) in rhythmic patterns 5-R.7 Experience the metric counting system Melody The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. Obj. # Objective SOL 5-M.6 Identify the staff, system, the clef, the clef, ledger lines, and pitches on the grand staff 5-M.7 Employ so, la, ti, do, re, mi, fa, so, la, ti, and do in melodic patterns, including: d t l d t d 5-M.8 Identify, read, and notate pentatonic and diatonic melodic patterns in a variety of keys M.9 Identify major and minor tonality, key signatures, and accidentals ( Perform at least 5 pitches on soprano recorder M.10 Harmony / Texture The student will experience, respond to, and perform a variety of musical textures and harmonic structures. Obj. # Objective SOL 5-H.1 Sing independent two-part harmony, descants, partner 5.2 songs, and in multi-part canon 5-H.5 Perform, on chording instruments, various chords in 5.3 major and minor tonalities 5-H.6 Identify quintet texture 45

39 Form The student will experience, recognize, identify, and explain aspects of musical form. Obj. # Objective SOL 5-F.4 Identify and perform AB, ABA, ABC, verse/refrain (verse/chorus), rondo (ABACA), and theme-andvariations (A A A etc.) sectional forms Expression The student will recognize, identify, and respond to expressive elements of music, including dynamics, tempo, and articulation, and will perform music with appropriate expressive qualities. Obj. # Objective SOL 5-E.1 Identify and perform fortissimo ff, forte f, mezzoforte mf, mezzo-piano mp, piano p, pianissimo pp, crescendo, and decrescendo E.2 Identify and perform largo, adagio, andante, moderato, allegro, presto, accelerando, and ritardando Timbre The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. Obj. # Objective SOL 5-T.3 Identify percussion instruments T.4 Identify, aurally, individual orchestral instruments T.5 Experience available world instruments

40 Genre The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. Obj. # Objective SOL 5-G.1 Experience music from Africa, Russia, Spain, and 5.7 music associated with the history of the United States 5-G.2 Experience a variety of musical styles and genres G.3 Experience music masterworks of selected significant composers 5.7 Movement Obj. # Objective SOL 5- MOV Respond to musical experiences and create movement, using developmentally appropriate movement and dramatization 5.5, 5.6 Technology Obj. # Objective SOL 5- Employ available technology to augment experiences 5.14 TECH in the other program objectives Vocabulary Obj. # Objective SOL 5- Recognize and apply appropriate music vocabulary as 5.7, 5.9, VCB they relate to the other program objectives

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49 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 1-M.7 Employ mi, so and la in melodic patterns, including: so-mi; so-la-so-mi; and so-mi-la-so-mi. EXAMPLE CONTEXT FOR LANGUAGE USE: As a whole group, students will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing the indicated solfege patterns on a barred instrument (e.g., xylophone) prepared with only pitches so, mi, and la in an appropriate key. Students will work in small groups (2-3 students) and place mini post-it notes with pictures and corresponding one-syllable words provided by the teacher (e.g., fish, star, sun, moon) on the so, mi, and la bars of their instruments. Students will choose one word (post-it note) per bar. In their groups, students will practice playing the melodic patterns so-mi, so-la-so-mi, and so-mi-la-so-mi. When comfortable playing these patterns, students will compose a silly song by singing the alternate words on the post-it notes assigned to each bar while playing the solfege patterns on their barred instruments. Students will listen attentively as groups perform their songs for the class. COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using mi, so, and la. Level 1 Level 2 Level 3 Level 4 Entering Emerging Developing Expanding LISTENING Follow teacher modeled directions to create a song using mi, so, and la in a melody based on simple oral instructions and aural and visual cues in a small group in L1 or L2 Follow teacher modeled directions to create a song using mi, so, and la in a melody based on simple oral instructions and aural cues in small groups Apply teacher modeled directions to create a song using mi, so, and la in a melody based on multi-step oral instructions and aural cues in small groups Build on teacher modeled directions to create a song using mi, so, and la in a melody based on multi-step oral instructions and aural cues with a partner Level 5 Bridging Change teacher modeled directions to create a song using mi, so, and la in a melody based on multistep oral instructions and aural cues with a partner Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, mi-so-la, solfege, melodic pattern, note, pitch, bars, steady beat, rhythm, pitched instrument, melody, barred instruments (e.g., xylophone) 59

50 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 1-F.2 Identify phrases as same or different. EXAMPLE CONTEXT FOR LANGUAGE USE: As they listen to a simple nursery rhyme (e.g., Twinkle, Twinkle Little Star), students will be instructed to listen and respond as follows: when they hear two phrases that are the same, they will clap once and say the word same. When they hear two phrases that are different, they will tap their heads and say the word different. This process should be explained and modeled by the teacher prior to students completing the activity. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE phrases in musical form, distinguishing between same or different. Level 1 Entering Level 2 Emerging Identify phrases that are the same and phrases that are different with teacher guidance, using music and gestures in whole group, using L1 or L2 Level 3 Developing Distinguish between characteristics of phrases that are the same and phrases that are different with teacher guidance, using music and gestures in small groups Level 4 Expanding Distinguish between characteristics of phrases that are the same and phrases that are different, using music with a partner Level 5 Bridging Explain characteristics of phrases that are the same and phrases that are different using music with a partner SPEAKING Choose phrases that are the same and phrases that are different with teacher modeling, using music and gestures in whole group, using L1 or L2 Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: same, different, phrases, characteristics, musical form, choose, identify, distinguish, explain 60

51 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 1-F.4 Identify and perform AB sectional form. EXAMPLE CONTEXT FOR LANGUAGE USE: Following whole group instruction on the concept AB sectional form, the students will listen to a song (e.g., Home on the Range). At pauses in the music, the students will identify the section of music played as being either A (a verse) by saying A and holding up a letter A, or as B (the chorus) by saying B and holding up a letter B. Students will then sing the song, in small groups or in pairs, and hold up the letters A or B during the appropriate sections. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE and perform AB sectional form of music. Level 1 Entering Level 2 Emerging Distinguish between A and B sections in songs, with teacher modeling, using music and graphic support in whole group Level 3 Developing Compare the characteristics of A and B sections in songs, with teacher guidance using music and graphic support in whole group. Level 4 Expanding Identify A and B sections in songs, using music and graphic support with a partner Level 5 Bridging Present A and B sections in songs using music and graphic support with a partner SPEAKING Distinguish between A and B sections in songs with teacher modeling, using music and graphic support in whole group, using L1 or L2 Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, sections, verse, chorus, compare, characteristics, phrases, patterns, repetition, distinguish, compare, identify, present 61

52 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition 1-G.1 Experience music from Alaska, Hawaii, Australia and the Pacific region (including Japan) EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to traditional music from Alaska, Hawaii, Australia, and/or Japan. While standing in small groups or in pairs, students will listen and clap (or move) to the rhythm and beat of the music. After listening to a musical piece, students will individually mark on a classroom chart (with an X ) their experience of the tempo (fast or slow) and how the music made them feel (happy, sad, excited, nervous, etc.). COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE the experience of music from a variety of cultures including music from Alaska, Hawaii, Australia, and the Pacific region. LISTENING Level 1 Entering Follow teacher modeled directions to experience and respond to music from different cultures based on simple oral instructions and visual cues in L1 or L2 with a partner Level 2 Emerging Follow teacher modeled directions to experience and respond to music from different cultures based on multi-step descriptive oral commands and visual cues in small groups Level 3 Developing Use physical movements to experience and respond to music from different cultures based on oral instructions in small groups Level 4 Expanding Categorize the experience and response to music from different cultures based on oral instructions using a model with a partner Level 5 Bridging Compare and contrast the experience and response to music from different cultures based on oral instructions with a partner Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high pitch, low pitch, movement, body percussion, instrument, ceremonial music, percussion, percussion instrument(s), folk songs, Native American, Inuit, throat singing, Alaska, Hawaii, Australia, Pacific region, Japan, local, koto (Japan), shamisen (Japan), shakuhachi (Japan), biwa (Japan), ukulele (Hawaii), pahu (Hawaii), ipu (Hawaii), didjeridu (Australia), bull roarer (Australia), claves (Australia), kelutviag (Alaska), tautirut (Alaska), drum (Alaska), dance rattles (Alaska), hand drums (Alaska), categorize, compare and contrast 62

53 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 1-G.2 Experience a variety of musical styles and genres EXAMPLE CONTEXT FOR LANGUAGE USE: Students, in small groups, will take a listening tour around the classroom to 4 CD stations playing music (e.g., Folk, Classical, Traditional, or Modern) from a variety of cultures, especially those represented by the student population. After each listening experience, students will evaluate the music by marking a survey chart at the station, noting if the music made them want to (1) clap their hands, (2) tap their feet, (3) twirl, and/or (4) smile. Students will regroup as a class to listen and view each piece as a musical video on an interactive whiteboard. The teacher will ask students if and how listening to the music while watching the video clips changed their experience of the music. COGNITIVE FUNCTION: Students at all levels of English Language proficiencies EVALUATE the experience of listening to musical styles and genres from diverse world cultures. LISTENING Level 1 Entering Follow simple oral directions to experience a variety of musical styles and genres from diverse world cultures based on teacher-modeling, gestures, and an illustrated chart in a small group in L1 Level 2 Emerging Follow simple oral directions to experience a variety of musical styles and genres from diverse world cultures based on teacher-modeling, a word bank, and an illustrated chart in a small group Level 3 Developing Follow multi-step oral directions to experience a variety of musical styles and genres from diverse world cultures based on peermodeling and an illustrated chart in a small group Level 4 Expanding Rate the experience of listening to a variety of musical styles and genres from diverse world cultures in response to multi-step oral directions using an illustrated chart in a small group Level 5 Bridging Rate the experience of listening to a variety of musical styles and genres from diverse world cultures in response to multi-step oral directions Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: accompanied, ballet, body percussion, circle dance, cultures, dance, ensemble, evaluate, forte, genre, instrumental, largo, line dance, melodic rhythm, melody, mood, musical styles, non-pitched instruments, note, paired eighth notes, percussion, performance, piano (dynamic), piano (instrument), piece of music, pitch, pitched instruments, poetry, presto, quarter note, quarter rest, repeat sign, staff, unaccompanied, vocal, experience, rate 63

54 SOL Strand and Bullet: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 1-G.3 Experience music masterworks of selected significant composers Example Context for Language Use: Students will identify feelings created by instruments, rhythm, and tempo after listening to music masterworks (e.g., music composed by Johann Sebastian Bach). In pairs, students will take turns asking and answering illustrated survey questions and filling in a graph posted on the board to identify and categorize feelings created by music. COGNITIVE FUNCTION: Students at all levels of English proficiency will APPLY their knowledge of rhythm and tempo while experiencing music pieces of selected composers. SPEAKING Level 1 Entering Identify feelings created by rhythm and tempo when experiencing music masterworks of significant composers using illustrated word banks with teacher guidance in L1 or L2 Level 2 Emerging Specify feelings created by rhythm and tempo when experiencing music masterworks of significant composers with teacher modeling using illustrated word banks in pairs Level 3 Developing Communicate feelings created by rhythm and tempo when experiencing music masterworks of significant composers with teacher modeling using oral sentence frames in pairs Level 4 Expanding Compare and contrast feelings created by rhythm and tempo when experiencing music masterworks of significant composers using oral sentence starters with a partner Level 5 Bridging Explain feelings created by rhythm and tempo when experiencing music masterworks of significant composers using phrase banks with a partner Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: compose, composer, rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), past, present, harp, accordion, guitar, flute, opera, ballet, stringed instruments, classical music, orchestra, orchestral music, solo, choral music, symphony, dance music, instrumental music, chamber music, organ music, keyboard music, piano music, woodwind, brass, string, keyboard, Europe, Germany, Russia, Poland, France, Czechoslovakia, Hungary, Austria, England, Italy, apply, identify, masterworks, feeling, identify, specify, communicate, compare and contrast, explain 64

55 OBJECTIVE: The student will experience, recognize, and respond to a variety of instrumental and vocal timbres. 1-T.1 Identify four voice qualities: speak, sing, whisper, call. EXAMPLE CONTEXT FOR LANGUAGE USE: The students will split into four groups. Each group will select a simple sentence from a jar (e.g., I am cold. I am hungry. What is your name? etc.). Groups will then rotate around 4 stations in the classroom. Each station will be marked: SPEAK SING WHISPER CALL. At each station, the students will read the sentence as directed -- speaking it, singing it, whispering it, or calling (i.e., shouting). Students will listen to each other and share what they noticed within their group before moving to the next station. Students will then share their observations as a class. As a whole group, students will listen to the teacher explain and demonstrate (with one or more instruments) the connection between voice qualities and instrumental and vocal timbres. COGNITIVE FUNCTION: Students at all levels of English Language proficiency ANALYZE vocal and instrumental timbres through the identification of voice qualities. LISTENING Level 1 Entering Follow teacher-modeled directions to distinguish among voice qualities (whisper, speak, sing, and call) in a small group using gestures and one-step oral commands Level 2 Emerging Identify voice qualities (whisper, speak, sing, and call) following peer modeling and using illustrated word banks Level 3 Developing Classify voice qualities (whisper, speak, sing, and call) in response to multistep oral commands in a small group Level 4 Expanding Compare and contrast voice qualities (whisper, speak, sing, and call) using a word bank with a partner Level 5 Bridging Draw conclusions about voice qualities (whisper, speak, sing, and call) using content vocabulary with a partner TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: timbre, apply, vocal, whisper, call, sing, speak, loud, lower, soft, hollow, thin, smooth, liquid, sweet, rich, warm, mellow, airy, deep, dark, full, gentle, reedy (reed instruments), nasal, harsh, brilliant, bright, rough, brassy (brass instruments) round, fat, pitch (high, medium high, medium low, low, follow directions, identify, classify, compare and contrast, draw conclusions Level 6-Reaching 65

56 OBJECTIVE: The student will experience, recognize, identify, and respond to a variety of instrumental and vocal timbres. 1-T.4 Identify, visually, four orchestral instrumental families. EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will view a short video clip explaining the four orchestral instrumental families (e.g., Little Einstein s Leo and the Musical Families). Following the video, students will split into 4 groups. Each group will receive a card with the name of one of the instrument families. Groups will name examples and describe visual characteristics of instruments in that family (e.g., shape, size, material). A student from each group will report to the class. Finally, as a whole group, students will view images of related instrument groups on an interactive whiteboard and verbally classify them as String, Woodwind, Brass, or Percussion. As an extension, students may report on how sound is made by any one or more of the instrument families. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE the four orchestral instrumental families based on the visual characteristics of the instruments. Level 1 Entering Level 2 Emerging Identify visual characteristics of the four orchestral instrumental families, with teacher modeling, using music and graphic support in whole group, using L1 or L2 Level 3 Developing Distinguish among visual characteristics of the four orchestral instrumental families, with teacher guidance using music and graphic support in whole group Level 4 Expanding Compare visual characteristics of the four orchestral instrumental families, using music and graphic support with a partner Level 5 Bridging Ask questions about the visual characteristics of the four orchestral instrumental families, using music and graphic support with a partner SPEAKING Select and name visual characteristics of the four orchestral instrumental families with teacher modeling, using music and graphic support in whole group, in L1 or L2 Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: orchestral instrumental families, string, brass, woodwind, percussion, characteristics, select, identify, distinguish, compare 66

57 OBJECTIVE: The student will experience, recognize, respond to, read, notate, perform, and create melodic patterns. The melodic solfege system to be employed is movable do syllables with a la-based minor. 2-M.7 Employ do, re, mi, so and la in melodic patterns, including: so-mi-do, la-so-mi-do, mi-re-do, so-mi-re-do, and la-so-mi-re-do. EXAMPLE CONTEXT FOR LANGUAGE USE: Students, as a whole group, will practice singing the indicated solfege patterns by echoing the teacher and using Curwen hand symbols. Students will then practice playing the indicated solfege patterns on a barred instrument (e.g., xylophone) in an appropriate key. In small groups (2-3 students), students will work on singing 3 assigned solfege patterns while playing the corresponding melody on their barred instruments. When students are comfortable with their solfege patterns (melodies), they will compose silly songs by using one-syllable words (ex. fish, star, sun, moon, etc.) in place of the solfege syllables in the melody. Students will listen attentively as groups perform their songs for the class. COGNITIVE FUNCTION: Students at all levels of English language proficiency CREATE melodic patterns using do, re, mi, so and la. Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging Follow teacher modeled Follow teacher modeled Apply teacher modeled Build on teacher modeled Change teacher directions to create a directions to create a directions to create a song directions to create a modeled directions to song using an assigned song using an assigned using an assigned melody song using an assigned create a song using an melody based on simple melody based on simple based on multi-step oral melody based on oral assigned melody based oral instructions and oral instructions and instructions and aural cues instructions and aural on multi-step oral aural and visual cues in a aural cues in small in small groups cues with a partner instructions and aural small group in L1 or L2 groups cues with a partner LISTENING Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions such as: percussion, ensemble, performance, mallet, do-re-mi-so-la, solfege, melodic pattern, note, pitch, bars, steady beat, rhythm, pitched instrument, barred instruments (e.g., xylophone), melody 67

58 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 2-F.2 Identify phrases as same, similar, or different (aa, aa', or ab). EXAMPLE CONTEXT FOR LANGUAGE USE: As they listen to a familiar musical selection (e.g., Yankee Doodle Dandy), students will listen for patterns in the music and respond as follows: when they hear two phrases that are the same (aa), they will put up one finger and say the word same. When they hear two phrases that are similar, they will put up two fingers and say the word similar. When they hear two phrases that are different, they will put up three fingers and say the word different. This process will be explained and modeled by the teacher prior to students engaging in the activity. Students will then form small groups or pairs and apply this process while listening to another song. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE phrases in musical form, categorizing them as same, similar, or different. Level 1 Entering Level 2 Emerging Identify phrases in musical form that are the same, similar, or different with teacher modeling, music, and gestures in whole group Level 3 Developing Distinguish among characteristics of phrases in musical form that are the same, similar, or different with teacher guidance, music, and gestures in small groups Level 4 Expanding Distinguish among characteristics of phrases in musical form that are the same, similar, or different using music in small groups Level 5 Bridging Explain characteristics of phrases in musical form that are the same, similar, or different using music with a partner SPEAKING Choose phrases in musical form that are the same, similar, or different with teacher modeling, music, and gestures in whole group, using L1 or L2 Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: same, similar, different, phrases, characteristics, patterns, musical form, categorize, choose, identify, distinguish, explain 68

59 OBJECTIVE: The student will experience, recognize, identify, and explain aspects of musical form. 2-F.4 Identify and perform AB, ABA, and verse/refrain (verse/chorus) sectional forms. EXAMPLE CONTEXT FOR LANGUAGE USE: Students will split into small groups to rotate around 3 stations in the classroom. (1) At the station called AB Sectional Form Station, students will listen to Home on the Range, examine a handout of the lyrics (the chorus will be blocked), and discuss why it is an example of both, the AB and Verse/Chorus sectional forms. (2) At the Verse/Refrain Sectional Form Station, students will listen to Twinkle, Twinkle Little Star, examine the lyrics, and discuss why it is an example of a verse/refrain sectional form (the refrain, Twinkle, twinkle little star, how I wonder where you are, will be underlined). (3) At the station marked ABA Sectional Form students will find two sets of index cards with lyrics to Mary Had a Little Lamb each set will have 1 verse per card typed on it. Students will organize the lyrics in ABA form and sing a sample. As an extension, students will describe or explain the difference between the A section and the B section of the forms. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE and perform AB, ABA, and verse/refrain sectional forms of music. Level 1 Entering Level 2 Emerging Distinguish among AB, ABA, and verse/refrain sectional forms in songs, with teacher modeling, using music and graphic support in small groups Level 3 Developing Explain the characteristics of AB, ABA, and verse/refrain sectional forms in songs, with teacher guidance using music and graphic support in small groups Level 4 Expanding Present AB, ABA, and verse/refrain sectional forms in songs, using music and graphic support with a partner Level 5 Bridging Produce AB, ABA, and verse/refrain sectional forms in songs using music and graphic support SPEAKING Identify AB, ABA, and verse/refrain sectional forms in songs with teacher modeling, and music and graphic support in small groups, using L1 or L2 Level 6-Reaching TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: AB sectional form, ABA sectional form, verse, chorus, refrain, sectional forms, compare, characteristics, phrases, patterns, repetition, identify, distinguish, explain, present, produce 69

60 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition 2-G.1 Experience music from Canada, China, Egypt, Mexico and Native America EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to traditional music from Canada, China, Egypt, Mexico, and/or Native America. Students will listen to identify a variety of musical instruments. After listening to a musical piece, students will work in pairs or in small groups to mark on a classroom chart (with an X ) under the appropriate category at least 4 instruments they heard. Students will gather as a group, replay the music, and play the melody, rhythm, and tempo through body percussion. COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE music from a variety of cultures, including Canada, China, Egypt, Mexico, and Native America. LISTENING Level 1 Entering Identify musical instruments when experiencing and responding to music from different cultures based on teacher-modeled simple oral directions using L1 or L2 in pairs Level 2 Emerging Identify musical instruments when experiencing and responding to music from different cultures based on multi-step oral directions and graphic support in pairs Level 3 Developing Distinguish musical instruments when experiencing and responding to music from different cultures following multi-step oral directions in pairs Level 4 Expanding Categorize musical instruments when experiencing and responding to music from different cultures based on oral directions and a model in a small group Level 5 Bridging Categorize musical instruments when experiencing and responding to music from different cultures based on oral directions in a small group TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade level words and expressions such as: rhythm, rhythmic patterns, genre, melody, melodic patterns, harmony, tempo, tempi, loud/soft, fast/slow, musical style, culture, imitate, high/low pitch, instrument, percussion, percussion instrument(s), ceremonial music, tribal music culture, ritual dance, folk songs, fiddling, Canada, China, Egypt, Mexico, Native America, Hardanger fiddle (Canada), violin (Canada), harmonica (Canada), kokle (Canada), langspil (Canada), button accordion (Canada), bagpipe (Canada), sheng (China), dagu (China), bawu (China), muyu (China), yu (China), paiban (China), slit drums (China), dizi (China), silk instruments (China), gong (China), bamboo (China), yangqin (China), huqin (China), maracas (Mexico), tambourine (Mexico), mariachi (Mexico), guitarron (Mexico), ocarina (Mexico), friction drum (Mexico), trumpet (Mexico), marimba (Mexico), vihuela (Mexico), charango (Mexico), oud (Egypt), ney (Egypt), mazhar (Egypt), darabukka (Egypt), cymbal (Egypt), duft (Egypt), tar (Egypt), riqq (Egypt), double headed drum (Egypt), Native American flute, powwow (Native America), rattle (Native America), box drum (Native America), peyote songs (Native America), ghost dance (Native America), sun dance (Native America), identify, distinguish, categorize Level 6-Reaching 70

61 OBJECTIVE: The student will experience and respond to music of various styles and genres from a variety of world cultures, including music of the classical Western tradition. 2-G.2 Experience a variety of musical styles and genres EXAMPLE CONTEXT FOR LANGUAGE USE: Students will listen to authentic examples of traditional Native American music and Mexican Mariachi music (or styles or genre from any two cultures or countries). Students will sit in small groups. Each group will show their experience of the beat of the music by responding in one or more of the following: moving their heads up and down, or tapping a foot, or tapping one or both knees with their hands, or pretending to play a musical instrument (e.g., a drum or a guitar). Students will discuss their experience of the music as a whole group. COGNITIVE FUNCTION: Students at all levels of English Language proficiencies APPLY physical movement as a response to the experience of listening to musical styles and genres from diverse world cultures. LISTENING Level 1 Entering Follow simple oral directions to experience and respond to musical styles and genres from diverse world cultures based on teacher-modeling, physical movement, and illustrated word cards in L1 Level 2 Emerging Follow simple oral directions to experience and respond to musical styles and genres from diverse world cultures based on teachermodeling, physical movement, and a word Level 3 Developing Follow multi-step oral directions to experience and respond to musical styles and genres from diverse world cultures based on peer modeling and physical movement in small groups Level 4 Expanding Compare an experience of and response to musical styles and genres from diverse world cultures based on multi-step oral directions and aural/visual cues in small groups Level 5 Bridging Compare and contrast an experience of and response to a variety of musical styles and genres from diverse world cultures following multistep oral directions and aural/visual cues bank in small groups TOPIC-RELATED LANGUAGE: Students at all levels of English Language proficiency interact with grade-level words and expressions such as: AB form, ABA form, accelerando, allegro, andante, bourdon, bordun, brass, call-and-response, canon, choreography, chorus (of a song), conductor, crescendo, cultures, decrescendo, downbeat, dynamic level, dynamics, expression, folk music, form, genre, half note, half rest, lyrics, mezzo forte, mezzo piano, moderato, musical alphabet, musical styles, notate, orchestra, ostinato, ostinato, refrain, ritardando, ritard, round, strings, symphony, tempo, tone color, variety, verse, whole note, whole rest, woodwind experience, compare, compare and contrast Level 6-Reaching 71